Creating psychological and pedagogical conditions for trilingual education at the university

Abstract

This scientific article is devoted to a theoretical study of the identification and creation of psychological and pedagogical conditions for trilingual education at a university. Trilingual education in Kazakhstan, characterized by the instruction in three languages (Kazakh, Russian and English), has gained significant attention for its potential to foster linguistic proficiency, cognitive flexibility, and intercultural competence among students. The theoretical framework of this study delves into the psychological and pedagogical conditions essential for the successful implementation of trilingual education within the university context. By examining existing research, educational theories, and psychological principles around the world, this study aims to elucidate the intricate conditions influencing the effectiveness of trilingual education programs as:

1. The formation of students' sustainable internal motivation for trilingual learning by creating a language communicative environment, adaptation to a multilingual environment, development of intercultural competence, psychological support for students;
2. The development and application of special teaching methods and technologies, creation of trilingual educational materials, the use of modern information and communication technologies, provision of a contextual environment for the practical use of languages.

The study was conducted on the basis of analytical and scientific literary sources of native and foreign pedagogy. The results of the questionnaire and research obtained allow us to draw conclusions about the importance of creating effective psychological and pedagogical conditions for successful trilingual education at a university, as well as to determine the most effective methods and approaches.